A. Below are the two MCAS questions from the 5th grade science MCAS that I would like to develop lessons on.
B. Question 3 correlates with the technology/engineering standards 1.3, 2.3 & 2.4 for grades 3-5. Question 7 connects with physical science standards 6 & 7.
C. According to my district's curriculum map, question 3 is addressed the grade 5 science curriculum and question 7 is addressed in the grade 4 science curriculum.
D. The concept of question 3 are taught by having students learn the different parts of machines such as levees and pulleys. Students also create their own inventions. The concept of question 7 are taught by having students providing direct instruction around the properties of electricity. Students will also explore the difference between insulators and conductors. In addition students will build a circuit.
Workshop 3 - Web 2.0 tools
Kinetic & Potential Energy
Watch the video below to get a visual demonstration of Kinetic & Potential Energy. Bill Nye is at his best with this awesome demo using a bowling ball. Check it out. :)
**Note: Embedded videos are better than links because they allow the viewer to access the information all in one place.
Workshop 4 - Integrating Web 2.0 tools into the classroom
Activity: Students will learn about materials, tools, and machines that allow people to solve problems and invent.
Engineering Standard (Grades 3-5): Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge, gear, and lever.
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Activity Type Category
Description of Activity
Online Resource Link
Conceptual Knowledge Building
Students will watch a Bill Nye video about simple machines.Students will then have an online discussion on the class website about the Bill Nye video. Students will also complete guided notes while attending to a powerpoint presentation.
Objective: Students will be able to identify simple machines.
Activity type: Conceptual Knowledge Building:
Students will watch a Bill Nye video about simple machines.
Students will then have an online discussion on the class website about the Bill Nye video. Students will also complete guided notes while attending to a powerpoint presentation.
Procedural Knowledge Building:
Students will experiment with using simple machines to invent a device that will allow a ball to land in a cup using a computer simulated lab.
Knowledge Expression:
Students will take an online quiz to demonstrate understanding of simple machines.
Instructions:
1. Students will watch the Bill Nye video about simple machines.
2. The teacher will present a powerpoint about different types of simple machines. During the presentation students will complete guided notes.
3. Students will go on Invention Play.org. Here they will experiment combining simple machines in order to get a ball to fall into a hole. Students will then discuss as a group the different components they combined.
4. Students will complete an online quiz from quizlet.com.
Classroom materials: -Video Projector -Computers with Internet access -Powerpoint slides about simple machines -Guided notes for students to fill in
Assessment:
Students will take an online quiz using quizlet. They will need to be able to define the following words: "simple machine," "complex machine," "fulcrum," "lever," & "pulley". The assessment includes multiple choice questions, fill-ins and true or false.'
Please Post Comments Here
Comments from Jacey Vaughan: I myself use Bill Nye as a teaching tool in science and I think it would be excellent to use the video for the simple machine lesson. He is engaging and fun, and packs a lot of information in 20 minutes! The quizlet game is also a great addition to assess students and is a great tool for students to demonstrate express knowledge in an interactive way. If possible, I think it would be fun to have some pulleys or small levers for students to play with as well as the game. I really like that your lesson incorporated a lot of different learning styles and integreated Web 2.0 strategies very well!
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Students will create a Prezi that shows 3 types of energy. Students will provide an example of each type of energy. Students will add at least 1 video or picture to their Prezi.
Directions:
1. Go to Prezi.com
2. Create an account.
3. Begin to build a new prezi.
4. Select a template.
5. Check on the Prezi to add text.
6. Save your Prezi.
Objective: Students will makes inferences to hypothesize what is written on the bottom of the black box.
Assessment: The students will record their inferences in their science notebooks. Once they make a hypothesis about what is written on the bottom of the box. They will support their claim with evidence.
Procedure:
1. Pairs of students will be given a black box cube on their desks. They will be told not to look at the bottom.
2. Students will make observations about what they notice about the cube in their science notebooks.
3. Students will make a hypothesis about what is written at the bottom of the cube. Students will use inferences as evidence to support their thinking.
4. Students will share their hypothesis with the class.
Objective:
Students will explore how potential energy and kinetic energy are connected.
Standard: Standard #5: Give examples of how energy can be transferred from one form to another.
Misconceptions:
Students may believe that energy can be lost or destroyed when the ball stops bouncing.
Task:
Students will explore the connection between potential and kinetic energy by dropping bouncing balls from varying heights.
Procedure:
1. Begin the class by introducing kinetic and potential energy. 2. Show the class the Bill Nye video on energy.
3. Students will then play an online game exploring conservation of energy using a ladder & paint can.
4. Lead a class discussion based on what students noticed about the energy while playing.
5. Split students into groups of two. Have students gather their materials (ball, meter stick, data sheet).
6. Students will drop the ball from varying heights. Students will measure the height of the initial drop (PE) and the height of the first bounce (KE).
7. Students will graph their data.
Assessment:
Students will graph their data from the investigation. Students will be able to recognize and explain the pattern in their graph. As potential energy(height) increases kinetic energy also increases.
Workshop 7
Lesson Plan
Your name:
Jen Moore
Lesson Title:
Friction Races
Grade Level:
3 & 4
State Standards:
Give examples of how energy can be transferred from one form to another.
Differentiate between properties of objects (e.g., size, shape, weight) and properties of materials (e.g., color, texture, hardness).
Lesson Question:
What is friction?
What surfaces create more friction? Less friction?
What kinds of surfaces allow a cart to move faster? Slower?
Introduction:
Racers start your engine! Today we are going to work with a property called friction. The friction of the race track determines how the car moves. Check out this NASCAR clip.
Task:
You have been asked to design the latest NASCAR track. We will be testing different surfaces that have varying levels of friction. Then you and your team will get present your proposed track to the panel to get approved. You will explain why your material for the track is best and why they should pick it.
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Day 1
1. First you will be introduced to friction by watching this Bill Nye clip.
2. Next you will explore what friction is by playing Fun with Friction on PBS.com. See what surfaces cause the object to slide further and which surfaces cause the object to move less.
Day 2
1. Racers start your engines! You will watch a quick clip of a NASCAR race. Check out those cars. That track is made out of a material that provides its cars with just the right amount of friction.
2. NASCAR is getting bored with using the same materials for its track. They want to mix things up to make the races more interesting. You will work with your group to design the ultimate race track. You will spend the next day exploring different surfaces to decide which would make the best material for your track.
3. Grab a spring scale & a hot wheels car. You will connect the spring scale to the front of the car. The reading on the scale will show you how much force is needed to pull your car across the different tracks. You will record the type of track and the amount of force needed to pull the car in your science notebook.
4. Explore different track surfaces and record the data in your notebook. Surfaces to choose from include: tile, rug, sandpaper, ice, plastic, wood, and artificial turf. Make sure you lay the tracks flat across the table.
5. Next you need to measure how far your car can travel across these different surfaces. Grab a ruler and a car. Roll your car across each surface. See how far it can travel before it stops. Its the friction that stops it.
6. Now that you've tested all the surfaces, decide with your team which you think would be best for a race track.
EXTENSION ACTIVITY:
Do you want to explore even more about friction? At home or during free time in class try this friction race track game. Friction Racers In this game you will change the surfaces of the track in different places to get the car to reach the finish line.
Day 3
1. Decide with your team which our the tracks from yesterday would be the best material to design a NASCAR track with.
2. Create a Prezi presentation explaining which track you think is best. Remember to back your reasoning with data from yesterday's exploration. Here is the link for the Prezi. Prezi
WHAT YOUR PREZI NEEDS:
List the surface type you selected.
Your groups explanation for selecting that type of surface.
Data from yesterdays investigation: amount of force exerted, distance traveled.
Why this surface would be better than one of the other surfaces?
Picture of your surface. You may use google images for this.
Don't remember how to make a Prezi? No worries; look here. :) HOW TO MAKE A PREZI
Go to Prezi.com.
Create a login.
Click "Create".
Select "New Prezi".
Pick one of the many AWESOME templates.
Click on the different text boxes to add text.
To insert in an image click "insert" then pick "image". From there you can pick the picture you want to use.
When you are finished click the "share" button.
Day 4 1. Present your presentation to the class.2. Listen to other students present their Prezi's.
Conclusion:
You will present your Prezi on the material you selected for the race track and listen to other people's presentations. To end you will watch a Bill Nye music video about Friction.
Assessments:
1. Data tables from investigation.
2. Presentation for race track.
Assessment Rubric
Your Presentation Contains
4
3
2
1
Selection of surface material
Your presentation selects one of the surface materials from the investigation for the race track. You provide at least two reasons why you selected this material.
Your presentation selects one of the surface materials from the investigation for the race track. You provide only one reason why you selected this material.
Your presentation selects one of the surface materials from the investigation for the race track. You provide no reasons why you picked it.
Does not select a material from the investigation.
Data
Your presentation contains both pieces of data from the investigation (distance traveled, amount of force exerted). You use this data to explain why this material is a good choice.
Your presentation contains both pieces of data from the investigation. You do NOT provide any explanation of why this data supports your choice.
Your presentation only contains one pieces of data from the investigation.You do NOT provide any explanation of why this data supports your choice.
No data or explanation provided.
Friction
In your presentation you explain why your track has the right amount of friction. You identify surfaces that have more or less friction than yours. Explain why this surface is better than another surface with a different level of friction.
In your presentation you explain why your track has the right amount of friction.
You only have ONE of the following:
1. You identify surfaces that have more or less friction than yours.
2. Explain why this surface is better than another surface with a different level of friction.
In your presentation you explain why your track has the right amount of friction.
You DO NOT:
1. Identify surfaces that have more or less friction than yours.
2. Explain why this surface is better than another surface with a different level of friction.
Your presentation does NOT explain why your track has the right amount of friction.
Quality of Presentation
The presentation has a beginning, middle and end. Prezi flows together. You speak loudly and clearly during the presentation.
The presentation has a beginning, middle and end. Prezi flows together. The speaker is difficult to understand.
The presentation has a beginning, middle and end.
Prezi does not flow together well. The speaker is difficult to understand.
The speaker is difficult to understand. The presentation does not have a flow. The presentation also does not have a beginning, middle and end.
Resources: Classroom Materials:
Hot Wheels car (1 for each team).
spring scale (1 for each team).
Ruler (1 for each team).
Computer
Science notebook
pencils
ice surface (water frozen in tray)
artificial turf surface
rug surface
wood surface
sandpaper surface
plastic surface
tile surface
Note all surfaces should be approx. same length (1-2 feet).
When selecting the surfaces for the students to test make sure they are all the same length (somewhere between 1-2 feet). You can freeze water in a tray to make an ice track.
Workshop Wiki Page - Jen Moore
Workshop 2 - MCAS Assessments & Curriculum Mapping
A. Below are the two MCAS questions from the 5th grade science MCAS that I would like to develop lessons on.
B. Question 3 correlates with the technology/engineering standards 1.3, 2.3 & 2.4 for grades 3-5. Question 7 connects with physical science standards 6 & 7.
C. According to my district's curriculum map, question 3 is addressed the grade 5 science curriculum and question 7 is addressed in the grade 4 science curriculum.
D. The concept of question 3 are taught by having students learn the different parts of machines such as levees and pulleys. Students also create their own inventions. The concept of question 7 are taught by having students providing direct instruction around the properties of electricity. Students will also explore the difference between insulators and conductors. In addition students will build a circuit.
Workshop 3 - Web 2.0 tools
Kinetic & Potential Energy
Watch the video below to get a visual demonstration of Kinetic & Potential Energy. Bill Nye is at his best with this awesome demo using a bowling ball. Check it out. :)
**Note: Embedded videos are better than links because they allow the viewer to access the information all in one place.
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -Activity: Students will learn about materials, tools, and machines that allow people to solve problems and invent.
Engineering Standard (Grades 3-5):
Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge, gear, and lever.
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Stage 1 Activity: Simple Machines
Objective: Students will be able to identify simple machines.
Activity type:
Conceptual Knowledge Building:
Students will watch a Bill Nye video about simple machines.
Students will then have an online discussion on the class website about the Bill Nye video. Students will also complete guided notes while attending to a powerpoint presentation.
Procedural Knowledge Building:
Students will experiment with using simple machines to invent a device that will allow a ball to land in a cup using a computer simulated lab.
Knowledge Expression:
Students will take an online quiz to demonstrate understanding of simple machines.
Instructions:
1. Students will watch the Bill Nye video about simple machines.
2. The teacher will present a powerpoint about different types of simple machines. During the presentation students will complete guided notes.
3. Students will go on Invention Play.org. Here they will experiment combining simple machines in order to get a ball to fall into a hole. Students will then discuss as a group the different components they combined.
4. Students will complete an online quiz from quizlet.com.
Online component:
Bill Nye Video:
http://www.youtube.com/watch?v=grWIC9VsFY4
Game:
http://www.inventionatplay.org/playhouse_tinker.htm
Assessment:
http://quizlet.com/21165385/test/?written=on&mult_choice=on&tf=on&ignore-case=1&ignore-punct=1&ignore-spaces=1&ignore-parenth=1&prompt-def=1&limit=5
Classroom materials:
-Video Projector
-Computers with Internet access
-Powerpoint slides about simple machines
-Guided notes for students to fill in
Assessment:
Students will take an online quiz using quizlet. They will need to be able to define the following words: "simple machine," "complex machine," "fulcrum," "lever," & "pulley". The assessment includes multiple choice questions, fill-ins and true or false.'
Please Post Comments Here
Comments from Jacey Vaughan: I myself use Bill Nye as a teaching tool in science and I think it would be excellent to use the video for the simple machine lesson. He is engaging and fun, and packs a lot of information in 20 minutes! The quizlet game is also a great addition to assess students and is a great tool for students to demonstrate express knowledge in an interactive way. If possible, I think it would be fun to have some pulleys or small levers for students to play with as well as the game. I really like that your lesson incorporated a lot of different learning styles and integreated Web 2.0 strategies very well!
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Student Tech SurveyStudent Tech Survey Link
Student Assessment
Objectives:
1. Students will identify at least 3 types of energy.
2. Students will provide an example of each type
Tool:
Prezi
Overview:
Students will create a Prezi that shows 3 types of energy. Students will provide an example of each type of energy. Students will add at least 1 video or picture to their Prezi.
Directions:
1. Go to Prezi.com
2. Create an account.
3. Begin to build a new prezi.
4. Select a template.
5. Check on the Prezi to add text.
6. Save your Prezi.
EXAMPLE:
Check out this example I made. Energy
Workshop 6 - Scientific Investigations
Black Box Investigation
Objective: Students will makes inferences to hypothesize what is written on the bottom of the black box.
Assessment: The students will record their inferences in their science notebooks. Once they make a hypothesis about what is written on the bottom of the box. They will support their claim with evidence.
Procedure:
1. Pairs of students will be given a black box cube on their desks. They will be told not to look at the bottom.
2. Students will make observations about what they notice about the cube in their science notebooks.
3. Students will make a hypothesis about what is written at the bottom of the cube. Students will use inferences as evidence to support their thinking.
4. Students will share their hypothesis with the class.
My Activity:
Materials:
-Black Box Cubes
-Science notebooks
Stage 2 Activity:
Transfer of Energy
Objective:
Students will explore how potential energy and kinetic energy are connected.
Standard:
Standard #5: Give examples of how energy can be transferred from one form to another.
Misconceptions:
Students may believe that energy can be lost or destroyed when the ball stops bouncing.
Task:
Students will explore the connection between potential and kinetic energy by dropping bouncing balls from varying heights.
Procedure:
1. Begin the class by introducing kinetic and potential energy.
2. Show the class the Bill Nye video on energy.
3. Students will then play an online game exploring conservation of energy using a ladder & paint can.
4. Lead a class discussion based on what students noticed about the energy while playing.
5. Split students into groups of two. Have students gather their materials (ball, meter stick, data sheet).
6. Students will drop the ball from varying heights. Students will measure the height of the initial drop (PE) and the height of the first bounce (KE).
7. Students will graph their data.
Grouping:
Students will work in pairs.
Web 2.0 online component:
Game exploring potential and kinetic energy:
Kinetic & Potential Energy Game
Watch Bill Nye on Energy:
Classroom materials:
For each pair you need:
Assessment:
Students will graph their data from the investigation. Students will be able to recognize and explain the pattern in their graph. As potential energy(height) increases kinetic energy also increases.
Workshop 7
Lesson Plan
Your name:
Jen MooreLesson Title:
Friction Races
Grade Level:
3 & 4State Standards:
Give examples of how energy can be transferred from one form to another.
Differentiate between properties of objects (e.g., size, shape, weight) and properties of materials (e.g., color, texture, hardness).
Lesson Question:
What is friction?
What surfaces create more friction? Less friction?
What kinds of surfaces allow a cart to move faster? Slower?
Introduction:
Racers start your engine! Today we are going to work with a property called friction. The friction of the race track determines how the car moves. Check out this NASCAR clip.
Task:
You have been asked to design the latest NASCAR track. We will be testing different surfaces that have varying levels of friction. Then you and your team will get present your proposed track to the panel to get approved. You will explain why your material for the track is best and why they should pick it.
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Day 1
1. First you will be introduced to friction by watching this Bill Nye clip.
2. Next you will explore what friction is by playing
Fun with Friction on PBS.com. See what surfaces cause the object to slide further and which surfaces cause the object to move less.
Day 2
1. Racers start your engines! You will watch a quick clip of a NASCAR race. Check out those cars. That track is made out of a material that provides its cars with just the right amount of friction.
2. NASCAR is getting bored with using the same materials for its track. They want to mix things up to make the races more interesting. You will work with your group to design the ultimate race track. You will spend the next day exploring different surfaces to decide which would make the best material for your track.
3. Grab a spring scale & a hot wheels car. You will connect the spring scale to the front of the car. The reading on the scale will show you how much force is needed to pull your car across the different tracks. You will record the type of track and the amount of force needed to pull the car in your science notebook.
4. Explore different track surfaces and record the data in your notebook. Surfaces to choose from include: tile, rug, sandpaper, ice, plastic, wood, and artificial turf. Make sure you lay the tracks flat across the table.
5. Next you need to measure how far your car can travel across these different surfaces. Grab a ruler and a car. Roll your car across each surface. See how far it can travel before it stops. Its the friction that stops it.
6. Now that you've tested all the surfaces, decide with your team which you think would be best for a race track.
EXTENSION ACTIVITY:
Do you want to explore even more about friction? At home or during free time in class try this friction race track game. Friction Racers In this game you will change the surfaces of the track in different places to get the car to reach the finish line.
Day 3
1. Decide with your team which our the tracks from yesterday would be the best material to design a NASCAR track with.
2. Create a Prezi presentation explaining which track you think is best. Remember to back your reasoning with data from yesterday's exploration. Here is the link for the Prezi.
Prezi
WHAT YOUR PREZI NEEDS:
Don't remember how to make a Prezi? No worries; look here. :)
HOW TO MAKE A PREZI
Day 4
1. Present your presentation to the class.2. Listen to other students present their Prezi's.
Conclusion:
You will present your Prezi on the material you selected for the race track and listen to other people's presentations. To end you will watch a Bill Nye music video about Friction.
Assessments:
1. Data tables from investigation.
2. Presentation for race track.
Assessment Rubric
You only have ONE of the following:
1. You identify surfaces that have more or less friction than yours.
2. Explain why this surface is better than another surface with a different level of friction.
You DO NOT:
1. Identify surfaces that have more or less friction than yours.
2. Explain why this surface is better than another surface with a different level of friction.
Prezi does not flow together well. The speaker is difficult to understand.
Resources:
Classroom Materials:
Note all surfaces should be approx. same length (1-2 feet).
Digital Resources:
Fun with Friction PBS
Friction Racers
Prezi
Teacher Notes:**
When selecting the surfaces for the students to test make sure they are all the same length (somewhere between 1-2 feet). You can freeze water in a tray to make an ice track.